Will your VISUAL ARTS PASSION become a CAREER?
The teacher will introduce this unit as a chance to learn the "inside story" of an artist's life, whether the artist is a painter, potter, weaver, etc. After a listing of all conceivable mediums, and a discussion of common "stereotypes" of what an artist's life would be like, students will watch VIDEO ENTRIES of artists' lives/work, noticing the setting of each artist's business [Do they rent/own a studio? work in their home/apt/ someone else's garage, etc? Do they live in a large city, or a rural setting, & WHY, possibly, have they chosen these settings?]. Students will take notes on EACH VIDEO ENTRY, and these notes will become a "journal" of ARTS POSSIBILITIES, to be created/compiled/saved on their chrome book, to be printed later as a MINI-RESEARCH PROJECT. Each student's RESEARCH PROJECT will be a PORTFOLIO containing a resume of the student's:
1. Arts activities in school or community
2. Completed artworks
3. Artworks which are "studies
4. Awards, if applicable
5. A list of APPRENTICESHIPS that are offered in S.C. or neighboring states
6. A list of ARTS FESTIVALS that relate to the student's interest,
7. Inspirational photos of scenes, figures, abstracts, ANY ARTIST'S WORK that inspires you.
8. A digital collection of the student's work so far, that may be used to begin a PORTFOLIO, no matter how much- or how little- work has been produced so far. IT'S IMPORTANT TO START HONORING WORK ATTEMPTED AND PRODUCED, and middle/high school is an excellent time to begin.
Lesson Created By: katherine bradley
Essential Question
What are the avenues for creating a viable VISUAL ARTS CAREER in an area that is a student's PASSION? After watching video interviews of numerous visual artists, their career beginnings and current lifestyle, students will have some concrete facts about the REWARDS AND CHALLENGES in pursuing a career in the arts.
Grade(s):
- 10
Subject(s):
Recommended Technology:
Teacher's computer and Smartboard
Students' Chrome Books
Other Instructional Materials or Notes:
This lesson could easily be one that is used throughout the semester, as the material is excellent "food for thought" that many students may mull over and re-think after watching. You can add to this lesson by researching loads of excellent video interviews/visual artists on PBS LEARNING.com and also POV.com.
!! Always PREVIEW a video before showing to students !!
Lesson Progression
1. SIT IN CIRCLE TO DISCUSS: If someone tells you they're a professional visual artist, what MEDIUM(S) could that possibly mean? [ "popcorn" responses from students, don't forget environmental art, etc.]...Does it matter if an artist lives in a large metropolitan area, a small city/town, or in a rural community? WHY? What is a medium that YOU have always felt comfortable with? Now, what would be a NEW medium that you have always wanted to try? [each student answers].
2. WHAT TYPES OF ARTISTS CAN SELL WORK AT A CITY "STREET FESTIVAL?" Can you name some that you've visited, examined their artworks, hung out and had fun looking and talking to artists? [SODA CITY MARKET, Saturdays 9-1, Columbia, SC...ARTISPHERE, May, Greenville, SC...SPOLETO USA, June, Charleston, SC...SEAGROVE POTTERY FESTIVAL, Seagrove, NC...CAROLINA FIBER FEST, Raleigh, NC...and many smaller festivals throughout SC and neighboring states]
3. What types of SALES, [ size AND $$] will be made at an arts festival, and why?
4. Are you the type of person who can talk with a potential customer at a festival? What are the types of conversations an artist can have with someone who is possibly interested in purchasing an artwork, without seeming "pushy?" OR...would you rather exhibit your works in galleries to be sold for a %, limiting face-to-face interactions with customers?
5.Time to WATCH and EVALUATE SEVERAL ARTISTS' VIDEOS: [teacher decides how many each day]
**WATCH AS A GROUP and take enough "notes" to be able to journal in complete thoughts on
Chrome Book later.
**EVALUATE means to include:
What appeals to you about this artist's work, and his/her life/ work situation?
What does not appeal to you about the work, life/work situation?
6. Take a break after several videos and begin journaling your thoughts on Chrome Book.
NEXT CLASS MEETING, OR AFTER JOURNALING:
7.DISCUSS: What is S.C.ARTS COMMISSION? [ a state agency that helps all types of visual and performing artists pursue their careers and discover employment, and/or potential markets for their work]
8. What is an APPRENTICESHIP? What is a GRANT? [S.C. Arts Commission is an excellent source of information, and possible $$ in these areas.]
9. How does an artist begin assembling a PORTFOLIO?
10. What is the CAREER PATH to become an ARTS TEACHER, in public or private schools?
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"I found the purpose to attach my work to." ....Jane Rim
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View ResourceSycamore Pottery/Clay Pottery
A couple discusses their lives as producing potters, the lifestyle, the challenge to sell enough of their pots to make a living, and all the aspects of their lives as working artists.
View ResourceMark Schwenk, Metal Artist
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View ResourceMosaic Artist Michael Sweere
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View ResourceCAREER CONNECTIONS: Art Auctioneer
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View ResourceGRAPHIC DESIGNER: Kids Work! / knowitall.org :56
A graphic designer who works for television gives a very brief description of the things she may create during her work time, and what students should STUDY IN SCHOOL that could make a difference in achieving a career as a graphic artist.
View ResourceStandards
Assessments
**Working with a partner, who will give you feedback at the END OF this assessment, each of you will use your Chromebook or notebook to answer these questions individually, and then share thoughts:
1. From all of the videos viewed, and artists that you have seen, researched, or met...if $ was NO CONCERN ,in what type of city, studio, artist's co-op can you imagine yourself producing art as your livelihood?
2. Describe the type of art you are producing at this time, in 3 complete sentences or less. [This is the type of statement that would be on a brochure of an "arts co-op" where artists might be producing and/or selling their artworks.] What 4 pictures of your work would you show to represent your current work? [If you have these pictures represented on your Chromebook, add them to this assessment.]
3. Write a short biography of yourself as an artist, from childhood through today. Then proceed with several "fictional" statements of the city/town/rural area in which you are living and producing art.
4. Describe to your potential customers, whether art collectors, grants writers, arts festival enthusiasts....how/where they can see a sample of your art, and how you handle payment for purchasing your art work..
5. When both student partners are ready, share what you've written with each other...do some statements need RE-WORDING? Are you ideas CLEAR & CONCISE? Are the ideas INVITING & CREATIVE, as you describe your history, your studio, and your work?
6. Print the answers to these questions and construct a sample "brochure" or pamphlet that could be displayed at a visitor's center at a state border WELCOME station in order to attract "pretend customers" to your artist's workplace or website, where they would be able to see and purchase your work.